This thesis describes and analyses vocational learning in school and workplaces, particularly the vocational learning involved in becoming a construction worker in Sweden. This includes learning the trade in upper secondary school education and a subsequent apprenticeship. An underlying argument is that activities in these contexts enable a diverse vocational learning outcome. However, there are potential tensions and contradictions, especially between production- and education-oriented aspects of the learning activities in these settings. To address these and associated issues, two research questions were posed. First, how do work-based activities enable vocational learning? Second, what forms of learning are enabled in school and work life settings and how are these forms of learning constituted? These questions were addressed using information drawn from observations, interviews and a survey. Analyses of the data, using a theoretical framework based on activity and forms of learning theory, show that the school and workplace settings enable different types of learning that form a joint constructed object. Further, the contexts provide diverse tasks that, with guidance from more experienced persons, can enhance the learning outcomes. So, vocational learning is enabled through tensions in the activity systems that form a learning outcome. In project-based vocational education and training (PBVET) provided in upper secondary school, vocational learning is enabled through basic training and opportunities to learn key techniques. In subsequent apprenticeships, the transformation of basic knowledge into specialized knowledge is enabled through close guidance and by the apprentices performing complex tasks. There are also clear differences in the freedom allowed in the performance of tasks between the PBVET and apprenticeships. The PBVET does not allow students to develop and apply their own solutions, while apprentices are encouraged to discover and implement solutions that enhance the performance of tasks. So, different forms of learning are enabled in the two contexts; the PBVET largely promotes reproductive learning and the apprenticeships largely promote productive learning. Scope for improvement was detected, as the PBVET does not appear to provide knowledge that fully meets criteria in the syllabuses, and the apprenticeship does not fully meet the learners’ educational needs. However, the settings provide complementary vocational learning opportunities. Thus, tensions and contradictions can be identified in the activity systems in the school and workplace settings that collectively form the boundaries of a learning outcome that largely corresponds to what the learners need to know and (hence) become construction workers.

Ce travail a pour principal objet d’étude la dynamique sociale développée dans le cadre des activités d’apprentissage des langues en ligne en contexte institutionnel. En s’appuyant sur les propositions faites par la théorie de l’activité, cette thèse présente une analyse de la finalité, du cadre instrumental et du cadre social de l’activité d’apprentissage des langues en ligne en contexte institutionnel et de leur évolution dans le système de l’activité.Cette recherche fournit également une méthode d’analyse permettant d’évaluer l’impact de différents types de tâches et d’environnements virtuels d’apprentissage sur l’intensité de la dynamique sociale développée au sein des groupes d’apprenants d’une langue en ligne en contexte institutionnel. La méthode d’analyse utilisée s’appuie aussi bien sur l’analyse quantitative des traces écrites des communications/productions des apprenants que sur l’analyse du contenu de ces traces.Nous montrons qu’il est possible de développer une dynamique sociale de communauté virtuelle au sein de groupes d’apprenants d’une langue en ligne en contexte institutionnel. Le développement d’une telle dynamique est favorisé par la mise en œuvre de tâches d’apprentissage des langues et d’environnements virtuels d’apprentissage permettant l’action sociale authentique dans des cadres sociaux qui dépassent le cadre formel de l’institution éducative. / Drawing on the proposals made by the activity theory, in this study, we considered learning as a conscious act directed toward a goal. This goal can be achieved through the use of appropriate artifacts and the participation of the individual within a social community. In this perspective, we studied the purpose, the instrumental framework and the social framework of online language learning activities in institutional context and their evolutions in the activity system.We showed that the evolution of the purpose of the act of language learning (development of language competence) inevitably involves the evolution of educational artifacts (language learning tasks), that of technical artifacts (virtual learning environments), as well as the nature of the social dynamics of the learning activity.We particularly focused on social dynamics developed in online language learning activities in the institutional context. In this perspective, we conducted a field study to analyze the intensity of the social dynamics developed through three learning activities involving three different combinations of tasks and virtual environments. The results of the field study confirmed the theoretical foundation of our thesis. Indeed, the types of tasks and virtual learning environments that we presented in the theoretical part as consistent with learning through authentic social action proved to promote significantly more intense social dynamics in the specific context of our field study.

Ce travail de recherche se situe dans le cadre de la théorie de l'activité et dans celui de l'apprentissage social. Il porte sur les pratiques des internautes qui investissent du temps et du travail dans la mise en oeuvre et l'amélioration de la plate-forme d'enseignement en ligne « Moodle ». Même si leur objectif principal n'est pas l'apprentissage en tant que tel, leur activité nécessite de créer, de diffuser et d'acquérir certains types de savoirs et ainsi de se développer professionnellement. Alors que des informations circulent au sein des communautés virtuelles sur Internet, l'enquête ethnographique proposée considère l'activité « Moodle » comme une activité sociale située génératrice d'apprentissages. Elle repose d'une part sur un questionnaire sur les pratiques des intéressés (les Moodleurs) et d'autre part, s'appuie sur l'analyse des traces écrites qu'ils produisent sur le Web social. Les résultats permettent de mieux cerner qui sont ces « Moodleurs » et quelles sont leurs activités. Ils montrent aussi que si des apprentissages sont en jeu, ils concernent avant tout des savoir-faire. Il apparaît également qu'un développement professionnel est repérable dans cette dynamique collective interactionnelle qui ne s'effectue pas dans un cadre institutionnel classique. / The research is based on the framework of Activity Theory and the Social Learning Theory. This thesis addresses the practices of the Internet users who invest work and time in the improvement and the design of "Moodle", the platform for online education.Even if their main objective is not developing their knowledge, their activity requires creating, diffusing and acquiring certain types of knowledge and consequently developing their professional skills. Since information circulates within the virtual communities on the Internet, the selected ethnographic method considers "Moodle" activity as a situated and social activity generating learning process. It is based on both a questionnaire on the practices of the involved people (the Moodlers) and an analysis of the written traces that they produce on the social Web. The outcomes, on the one hand, show how the "Moodlers" manage their activities to learn mainly in a know-how perspective. On the other hand, it appears that the professional development depends on a collective and an interactional dynamics which is not determined by the institutional framework.

The present study examines the relationship between the practices of schooling and classroom teaching and learning on the one hand and learners’ cognitive development and functioning on the other. The study uses innovative system of ideas in developmental and educational psychology, originally formulated by Lev Vygotsky to investigate the interrelations between learning, instruction and development. Carried out in a rapidly changing socio-cultural context of Venda, South Africa, the study examines the realities of schooling practices that exhibit both continuity with the past practices of society and some profound transformations that together lead to a multi-dimensional and a complex picture of cognitive development in learners. By examining the relations between the cultural practices of schooling and its socio-historical context on the one hand, and the consequent psychological process on the other hand, the present study offers an opportunity for exploring processes that may be more opaque in relatively stable socio-cultural contexts of schooling. The observations on the history of schooling in South Africa in general, and in Venda in particular, support the theoretical formulation that particular practices of schooling, themselves originating from and continuing larger social-historical processes, represent contexts in which learning and development take place and are shaped. The empirical investigations revealed that even the socio-cultural contexts of schooling characterized by strong ruptures, such as in South Africa, nonetheless carry on some vestiges of their past practices that affect today’s learning and development of learners. The study concludes, extending the prevailing theoretical formulation, that the social and cultural setting of schooling in Venda is multifaceted; manifesting xvi. instances of indigenous practices, the traditions of past missionary practices, as well as the traditions of the past, apartheid schooling. By taking into account these socio-cultural influences, the study provides crucial insights into the regularities of cognitive and conceptual developmental processes taking place in conditions of rapid social change in the course of the schooling of today’s children in Venda. The study furthers our understanding about the regularities of the socio-cultural and historical processes of schooling in conditions of rapid social change, and concludes by proposing ways of improving contemporary educational practice in South Africa, grounded in sound psychological knowledge and research about school transformation and classroom teaching and learning improvement.

Cette recherche porte sur l’activité de travail des tuteurs à distance et ses opportunités de développement. S’inscrivant dans le champ de l’analyse de l’activité, elle combine uneapproche clinique (Clot, 1999) et une approche holistique (Engeström, 2000), au croisement de la psychologie du travail, de l’ergonomie et de la théorie de l’activité de troisième génération. L’analyse se centre sur l’activité de six tutrices à distance d’une entreprise privée de formation à distance. Après une enquête exploratoire, le recueil de données est composé d’entretiens d’instruction au sosie et d’autoconfrontation simple et croisée, complétés par des données ethnographiques, des données relatives à l’appareil prescriptif (guide du tuteur et entretien de formation), des traces de l’activité des tutrices à distance et des apprenants. Les résultats, qui mettent en évidence des écarts entre le prescrit et le réel de l’activité, révèlent plusieurs difficultés que les tutrices à distance rencontrent dans le cadre de leur travail. Celles-ci se manifestent par un certain nombre de contradictions notamment autour des règles qui régissent le système, entre prescription « infinie » et « sous-prescription ». Les outils associés à l’activité, tantôt source d’empêchement, tantôt à l’origine de processus développementaux, se révèlent aussi être au cœur de multiples contradictions. De la même manière, les résultats mettent en exergue le caractère nodal de l’activité alors même que les conditions organisationnelles semblent répondre à une logique industrielle. A ce niveau, l’absence d’échanges entre pairs notamment, interroge les opportunités de développement de l’activité de travail des tutrices à distance qui, à certains égards, semble participer au travail de « recréation » du genre professionnel « formateur » / This research focuses on the work of distance learning tutors and its development opportunities. The analysis of activity combines a clinical approach (Clot, 1999) and a holistic approach (Engeström, 2000) at the crossing of work psychology, ergonomics and third-generation Cultural Historical Activity Theory. It focuses on the activity of six distance learning tutors from a distance learning company. After an exploratory investigation, the data collection is composed of interviews “to a double”, simple self-confrontation and crossed self-confrontation interviews. At the same time, other data enrich the analysis: ethnographic data, prescriptive data, and traces data about distance learning tutors and e-learners. The results show differences between prescribed work and real work. They also reveal several contradictions and obstacles to the development mainly related to the rigidity of the prescriptive framework. Likewise, the major role of tools in developmental processes is highlighted. Then, the results underline the nodal nature of the activity even though organizational conditions seem to respond to an industrial logic. In this regard, the absence of peer-to-peer exchanges, in particular, questions the work development opportunities. This is all the more important given that distance learning tutors activity appears to contribute to the "recreation" of a specific professional genre:"trainer".

[pt] Nesta tese são investigadas ferramentas de suporte à coordenação de fóruns de discussão de cursos a distância. A pesquisa é fundamentada na aprendizagem colaborativa e do Modelo 3C de Colaboração e utiliza a pesquisaação como método de pesquisa. Num fórum realizado como uma atividade colaborativa, a aprendizagem ocorre principalmente através das trocas de mensagens entre os aprendizes, o que demanda coordenação. A coordenação nesta tese é entendida como um das 3 dimensões da colaboração evidenciadas no Modelo 3C: comunicação, coordenação e cooperação. Os resultados desta tese, que incluem dados, análises, procedimentos, reflexões e implementação dos serviços e funcionalidades investigados, foram obtidos após 3 anos de uma pesquisa- ação. Na pesquisa-ação, o pesquisador conduz a pesquisa realizando ações sucessivas que busquem reduzir um problema específico em um ambiente real. Nesta tese, o ambiente real é o curso Tecnologias de Informação Aplicadas à Educação da PUC-Rio e o problema identificado é a dificuldade de coordenação dos fóruns do curso. A ação é a disponibilização de ferramentas de suporte à coordenação no AulaNet, o ambiente de ensino e aprendizagem para web utilizado no curso. A característica comum das ferramentas investigadas é a de disponibilizar informações sobre o andamento do fórum sem que seja necessário fazer uso da interface web para desktop do AulaNet: para isto, grafos, gráficos, dados estatísticos e notificações são apresentados através de PDAs, celulares e janelas pop-up no desktop. A avaliação das ferramentas desenvolvidas é feita a cada semestre: avaliando-se como aprendizes e mediadores usam as ferramentas, melhorias ou novas ferramentas são propostas e investigadas no semestre seguinte, num processo cíclico. / [en] In this thesis tools for the coordination support of discussion forums in a distance course are investigated. The research is conducted from the point of view of collaborative learning and the 3C Collaboration Model and uses action research as a method. In a forum carried out as a collaborative activity, learning takes place mainly through the exchange of messages among learners, which demands coordination. Coordination in this thesis is understood as one of the 3 dimensions of collaboration as made evident in the 3C Model: communication, coordination and cooperation. The results of this thesis, which include data, analyzes, procedures, reflections and implementation of the services and functionalities investigated, were obtained in the course of 3 years of action research. In action research the researcher performs successive actions aiming at minimizing a specific problem in a real environment. In this thesis, the real environment is the Information Technologies Applied to Education course at PUC-Rio and the problem identified is a difficulty in the coordination of the course`s forums. The action is the offering of support tools for coordination in the AulaNet, the web-based education and learning environment used in the course. The common characteristic of the tools investigated is the offering of information on the progress of the forum without the need to use the AulaNet`s desktop web interface: with this objective, graphs, statistical data and notifications are presented through PDAs, cell- phone SMSs and pop-up windows in the desktop. An assessment of the tools developed is carried out every semester: through the evaluation of the use of the tools by learners and mediators, improvements or new tools are proposed for the following semester, in a cyclical process.

This qualitative study’s purpose was to investigate and compare the view towards activities for elders among the manager, employees and the elders at a nursing home. One manager, two employees and three elders participated in interviews. These interviews showed that the view towards activities among elders was generally positive. The informants stated that the activities contributed with several positive effects. Among them were the elders’ subjectively reported well-being. This indicated correlation between the results and activity theory, implying that activities are a vital part of elders’ well-being. When the informants were asked about the possibilities as well as obstacles of elders engaging in activities, economy and disease were, directly and indirectly, brought up as obstacles. Regarding the economy, the HR perspective but also new public management could serve as explanations. The largest possibility presented however was the employees; if they were passionate about activities, as would the elders also become. / Studien hade som syfte att undersöka och jämföra synen på aktiviteter för äldre bland verksamhetschef, personal och brukare på ett särskilt boende. En verksamhetschef, två personal samt tre brukare deltog som informanter i denna kvalitativa studie bestående av intervjuer. Dessa intervjuer visade att synen på aktiviteter är generellt positiv. Samtliga informanter uppgav aktiviteters positiva effekter, till exempel ett ökat välbefinnande för den äldre. Detta indikerar en korrelation mellan resultaten och aktivitetsteorin, vilken tyder på att aktiviteter är en viktig komponent i den äldres välbefinnande. När informanterna blev tillfrågade vilka möjligheter och hinder som fanns angående brukarnas deltagande i aktiviteter angavs ekonomi och sjukdom, både direkt och indirekt, som hinder av samtliga informanter. Vi tolkar dessa ekonomiska aspekter genom att använda oss av ett HR- samt new public management-perspektiv. Den största möjligheten som de alla uppgav var personalen; om de ansågs engagerade till aktiviteter, blev också de äldre det.

Orientador: Ana Mariza Benedetti / Banca: Telma Nunes Gimenez / Banca: Francisco José Quaresma de Figueiredo / Banca: Solange Aranha / Banca: Suzi Marques Spatti Cavalari / Resumo: Esta investigaçao está vinculada ao projeto Teletandem Brasil (UNESP-FAPESP 2006/03204-2) e tem por objetivo investigar a atividade de aprendizagem colaborativa de alemão e português via Teletandem (doravante TTD). A aprendizagem de línguas via TTD é mediada pelo computador e envolve o esforço de dois interagentes para aprenderem a língua um do outro, utilizando recursos de vídeo conferência. A presente pesquisa tem suas bases teóricas nos pressupostos da teoria histórico-cultural da atividade (CHAIKLIN, 1999; DANIELS, 2003; DAVYDOV, 1999; ENGESTRÖM et. al. 1993; ENGESTRÖM et. al. 1999; ENGESTRÖM, 1999a; ENGESTRÖM, 1999b; LETORSKY, 1999), entendida como pressupostos teórico-metodológicos de análise da atividade humana. Este trabalho investiga, portanto, uma parceria de TTD formada por um interagente alemão e uma interagente brasileira, que também é autora desta tese. Mais especificamente, este estudo analisa como se configuram os componentes desta atividade, suas dinâmicas de organização, bem como as potencialidades deste contexto pedagógico inovador para que a transformação dos participantes ocorra. Trata-se de uma pesquisa qualitativa de base etnográfica (ANDRE, 2000, 2001; BRYMAN, 1988; CAVALCANTI & MOITA LOPES, 1991; MOITA LOPES, 1986; ERICKSON, 1986), cujos dados foram gerados por meio de registros de interações, notas pessoais da interagente brasileira e uma entrevista com o interagente alemão. A análise dos dados mostrou a formação de um sistema de atividade complexo em termos dos elementos que o compõem e das relações que entre eles se estabelecem. No tocante à constituição dos sujeitos interagentes, foi possível observar que compartilham as regras de cooperação, mas organizam sua aprendizagem de maneira independente, a partir das suas percepções divergentes a respeito do que julgam ser mais eficaz para se aprender uma língua estrangeira... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis is linked to Teletandem Brazil reseach project (UNESP-FAPESP 2006/03204-2) and it aims to investigate the foreign languages collaborative learning activity of German and Portuguese. Language learning through teletandem is computer mediated and it involves two interacting partners and their effort to learn each other's languages, using SKYPE and its audio and video resources. This research has its theoretical foundations based on Activity Theory (CHAIKLIN, 1999; DANIELS, 2003; DAVYDOV, 1999; ENGESTRÖM et. al. 1993; ENGESTRÖM et. al. 1999; ENGESTRÖM, 1999a; ENGESTRÖM, 1999b; LETORSKY, 1999), understood as theoretical and methodological assumptions for the analysis of human activity. This study investigates, therefore, the partnership between a German teletandem practitioner learning Portuguese, and his Brazilian TTD partner learning German. More specifically, this research investigates the configuration of the activity components and its organization dynamics as well as the potential for the participants' transformations in this innovative pedagogical context. It is a qualitative ethnographic study (ANDRE, 2000, 2001; BRYMAN, 1988; CAVALCANTI & MOITA LOPES, 1991; MOITA LOPES, 1986; ERICKSON, 1986), and the data were generated by the records of TTD sessions, personal notes of the Brazilian participant and an interview with the German participant. Data analysis showed a complex activity system in terms of its components and the relationships that were established among them. Regarding the interacting subjects, it can be observed that share cooperation rules, but organize their learning independently, based on their differing perceptions about most effective ways of learning a foreign language. To overcome the activity contradictions two rules were established a) The learner decides what and how he wants to learn; b) the helper is supposed to do as requested... (Complete abstract click electronic access below) / Doutor

O presente trabalho tem como objetivo investigar as ações constituintes de um espaço de aprendizagem, a partir dos pressupostos teóricos da abordagem histórico-cultural e da teoria da atividade. Para irmos ao encontro deste objetivo, o desenvolvimento da investigação deu-se por meio da elaboração, organização e análise de um conjunto de atividades direcionadas para o ensino das equações do primeiro grau. No desenvolvimento deste conjunto de atividades, procuramos orientar as ações dos alunos, de modo a corroborar com os princípios de uma atividade de aprendizagem. Este conjunto de atividades foi organizado na forma de um experimento didático, que foi conduzido com crianças do ensino fundamental (quinta série) da Escola de Aplicação da Faculdade de Educação da USP, vinculadas ao projeto Clube de Matemática. Coerente com os pressupostos da teoria da atividade, partimos dos motivos do pesquisador, em busca das respostas às necessidades sentidas, como parte de uma comunidade educativa. A partir daí, organizamos as ações desenvolvidas na investigação, por meio da definição e caracterização dos sujeitos e da comunidade (alunos e professores), dos objetos da atividade, dos instrumentos (as atividades orientadoras de ensino), das regras e forma de divisão do trabalho. Com esta organização, caracterizamos o espaço de aprendizagem como o lugar da realização da aprendizagem dos sujeitos orientado pela ação intencional de quem ensina. A partir da análise das ações dos sujeitos, constatamos que a organização dos espaços de aprendizagem deve ser pautada pela criação de três contextos: um contexto da crítica, um contexto da descoberta e um contexto de prática social. / The present work has as objective investigates the actions that constitute a learning space, from the budgets theoreticians from the historical-cultural approach and from the activity theory. To will go to the meeting of this objective, the development from the inquiry gave by means of the elaboration, organization and analysis of activities directed for the teaching of the equations of the first rank. In the development of these activities we find orient the actions of the students, of way it corroborate with the beginnings of a learning activity. These activities were organized in the form of an educational experiment, that was driven with students of the basic education (10/11-year-old students) from “Escola de Aplicação" from the “Faculdade de Educação" from the USP, linked to the Mathematics Club project. Coherent with the budgets from the theory from the activity, we start from the motives of the researcher, in search of the answers to the needs, as breaks of an educational community. From, then, we organize the actions developed in the inquiry, by means of the definition and featuring of the subjects and the community (students and teachers), of the objects from the activity, of the instruments (the teaching advisers activities), of the rules and forms of division of the work. With this organization we characterize the learning space as the place from the achievement from the learning of the individuals oriented by the action intentional whose teaches. From that, by means of the analysis of the actions of the subjects, we establish that the organization of the learning spaces should be lined by the creation of three contexts: a context from the critic, a context from the discovery and a social context of practice.

Neste projeto fazemos uma discussão sobre o Ensino de Astronomia, em particular sobre o conteúdo das fases da Lua, na perspectiva da formação de conceitos a partir da Teoria histórico-cultural da Atividade. Com base nesse referencial, lançamos uma proposição teórica que relaciona determinado conceito com suas atividades genéticas, isto é, as atividades historicamente determinadas e culturalmente sistematizadas nas quais o conceito emerge. A essa proposição demos o nome de conceito-atividade. A implicação direta dessa relação é que os conceitos passam a ser entendidos como entidades abertas, dinâmicas, multifacetas e controversas. Para explicitar essas outras qualidades do conceito para o caso da Lua, recorremos a alguns episódios e debates da História da Ciência e elementos da cultura popular que serviram de subsídios para analisar a gênese histórica do conceito de Lua e os sentidos a ela atribuídos. Ainda como parte dessa dissertação, apresentamos e avaliamos a implementação de uma proposta didática para os anos finais do Ensino Fundamental cujo propósito era de ensinar a Lua e suas fases e discutir alguns de seus outros sentidos históricos e culturais. As atividades propostas foram bastante diversificadas, compreendendo: observação, simulação, modelização, interpretação e produção textual, desenho, entrevistas, tomadas de medidas e estimativas. As avaliações dos alunos apontam uma compreensão adequada do modelo astronômico. / In this project we reflect on the Astronomy Education, in particular the content of the phases of the Moon, with respect to the formation of concepts from culturalhistorical activity theory. From this framework, we developed a theoretical proposition that relates a given concept with its genetic activities, i.e., activities historically determined and culturally systematized which the concept emerges directed to a purpose. The proposition that we called a concept-activity. The implication of this relationship is that the concepts are understood as open, dynamic, multifaceted and controversial entities. To make clear these qualities from concept to the case of the Moon, we resorting to some episodes and debates of the History of Science. Also as part of this dissertation, we present, discuss and evaluate the implementation of a proposal to the end of secondary school. The sequence of fifteen classes was compiled with the purpose of teaching about the moon and its phases along with some of the other historical meanings attributed by human culture.